Assessing deeper learning of high school civics
• Deeper learning in civics is conceptually rich and facilitates learning in the future. • We developed and conducted research on an assessment model and a test of deeper learning in high school civics. • We used construct-driven assessment design to develop the assessment. • We conducted resear...
| Main Authors: | , , |
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| Format: | Article |
| Language: | deu |
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Bielefeld University
2023-12-01
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| Series: | Journal of Social Science Education |
| Subjects: | |
| Online Access: | https://www.jsse.org/index.php/jsse/article/view/5918 |
| _version_ | 1797374084666884096 |
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| author | Sheila Valencia Walter Parker Jane Lo |
| author_facet | Sheila Valencia Walter Parker Jane Lo |
| author_sort | Sheila Valencia |
| collection | DOAJ |
| description |
• Deeper learning in civics is conceptually rich and facilitates learning in the future.
• We developed and conducted research on an assessment model and a test of deeper learning in high school civics.
• We used construct-driven assessment design to develop the assessment.
• We conducted research on the assessment using Design-Based Implementation Research across 13 schools.
• Core concepts and reasoning strategies for the course provided the framework for assessment alignment.
Purpose: Civic education is a central mission of public schools, and deeper learning of civics—learning that is complex and adaptive—is the goal. However, assessment of deeper civic learning is limited. Therefore, we aimed to develop an assessment model and test of deeper learning in the common high school civics course taught across the U.S.
Design/methodology/approach: Using Design-Based Implementation Research (DBIR), the assessment model and test were iteratively researched and revised by a team of researchers and teachers across seven years and multiple settings.
Findings: Results of validity and reliability studies show that the model and test are promising tools for assessing deeper civic learning.
Research limitations/implications: Additional research is warranted to refine the test-development process, design alternative test forms, and adapt the model to other social studies courses.
Practical implications: We suggest ways to use this assessment model to assess learning in civics and other social studies subjects.
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| first_indexed | 2024-03-08T18:59:46Z |
| format | Article |
| id | doaj.art-52118f80800e4cc5b0c86ba27b21302c |
| institution | Directory Open Access Journal |
| issn | 1618-5293 |
| language | deu |
| last_indexed | 2024-03-08T18:59:46Z |
| publishDate | 2023-12-01 |
| publisher | Bielefeld University |
| record_format | Article |
| series | Journal of Social Science Education |
| spelling | doaj.art-52118f80800e4cc5b0c86ba27b21302c2023-12-28T06:46:53ZdeuBielefeld UniversityJournal of Social Science Education1618-52932023-12-0122410.11576/jsse-5918Assessing deeper learning of high school civicsSheila Valencia0Walter Parker1Jane Lo2University of Washington, SeattleUniversity of Washington, SeattleMichigan State University • Deeper learning in civics is conceptually rich and facilitates learning in the future. • We developed and conducted research on an assessment model and a test of deeper learning in high school civics. • We used construct-driven assessment design to develop the assessment. • We conducted research on the assessment using Design-Based Implementation Research across 13 schools. • Core concepts and reasoning strategies for the course provided the framework for assessment alignment. Purpose: Civic education is a central mission of public schools, and deeper learning of civics—learning that is complex and adaptive—is the goal. However, assessment of deeper civic learning is limited. Therefore, we aimed to develop an assessment model and test of deeper learning in the common high school civics course taught across the U.S. Design/methodology/approach: Using Design-Based Implementation Research (DBIR), the assessment model and test were iteratively researched and revised by a team of researchers and teachers across seven years and multiple settings. Findings: Results of validity and reliability studies show that the model and test are promising tools for assessing deeper civic learning. Research limitations/implications: Additional research is warranted to refine the test-development process, design alternative test forms, and adapt the model to other social studies courses. Practical implications: We suggest ways to use this assessment model to assess learning in civics and other social studies subjects. https://www.jsse.org/index.php/jsse/article/view/5918civic and social science educationdeeper learningassessment developmentdesign-based implementation research |
| spellingShingle | Sheila Valencia Walter Parker Jane Lo Assessing deeper learning of high school civics Journal of Social Science Education civic and social science education deeper learning assessment development design-based implementation research |
| title | Assessing deeper learning of high school civics |
| title_full | Assessing deeper learning of high school civics |
| title_fullStr | Assessing deeper learning of high school civics |
| title_full_unstemmed | Assessing deeper learning of high school civics |
| title_short | Assessing deeper learning of high school civics |
| title_sort | assessing deeper learning of high school civics |
| topic | civic and social science education deeper learning assessment development design-based implementation research |
| url | https://www.jsse.org/index.php/jsse/article/view/5918 |
| work_keys_str_mv | AT sheilavalencia assessingdeeperlearningofhighschoolcivics AT walterparker assessingdeeperlearningofhighschoolcivics AT janelo assessingdeeperlearningofhighschoolcivics |